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Higher ed leaders urge slow down of MOOC train | Ry Rivard - Inside Higher Ed

Higher ed leaders urge slow down of MOOC train | Ry Rivard - Inside Higher Ed | MOOC-SCOOP | Scoop.it

As scores of colleges rush to offer free online classes, the mania over massive open online courses may be slowing down. Even top proponents of MOOCs are acknowledging critical questions remain unanswered, and are urging further study.


Via Peter B. Sloep
timokos's insight:

Great quote by Carol Geary Schneider, the head of the Association of American Colleges and Universities: 


"MOOCs can amplify the “least productive pedagogy” in American higher education, which she calls lectures followed by multiple-choice tests. But she does see potential for MOOCs to help flip classrooms so professors can spend less time lecturing in class and more time engaging students.

 

It would be a tragedy if you substituted MOOCs in their current form for regular courses,” she said in an interview. “But it would be a creative breakthrough if you take advantage of MOOCs and other forms of online coverage to make more space and more time for students to apply concepts and methods appropriate to their field to real problems.”

 

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Frederik Truyen's comment, July 9, 2013 9:10 AM
Peter, the MOOC critics have been criticizing higher education as such, using MOOCs as a scapegoat. University lectures as we know them for ages are suddenly exposed as "behaviouristic" once they are shown on Coursera. As long as they were taught the same way in traditional universities no one cared?
Peter B. Sloep's comment, July 9, 2013 9:46 AM
hmm, that's an interesting take. I agree that some (often particular politicians) out there are only too happy to have a go at universities as wasteful, unproductive, etc. I also know that seriously thinking about ICT in education (see my blog below), or perhaps I should say alternative ways of teaching some of which involve the online, is something not all lecturers are willing to explore. What I don't like about hyped discussions is that room for serious arguments, which include pause for thought and the collection of empirical data - rapidly gets depleted. So I am not a MOOC critic per se, but I am very critical of many of the discussions around them.
Frederik Truyen's comment, July 9, 2013 10:40 AM
I agree fully with that! I particular there is some promise in Learning Analytics to see if we can actually measure effectiveness of learning. MOOC criticism and serious study is certainly justified, often I have the impression the fire is somewhat misdirected. Anyway it offers a great opportunity to rethink, and as you say, study more deeply.

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MOOC-SCOOP
News and insights on Open and Online Education and innovations in Online Learning. There is a tsunami coming. I can't tell you exactly how its going to break, but my goal is to try to surf it, not to just stand there. [John Hennessy, President of Stanford University]
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Mooc test agreement between FutureLearn and Pearson

Mooc test agreement between FutureLearn and Pearson | MOOC-SCOOP | Scoop.it
The UK massive open online course platform FutureLearn has signed an agreement with the proctored examination provider Pearson VUE
timokos's insight:

Didn't Udacity abandon this road already in 2013?

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IMS, Mozilla Partner on Digital Badges for Education

IMS, Mozilla Partner on Digital Badges for Education | MOOC-SCOOP | Scoop.it
IMS Global has unveiled its Digital Credentialing Initiative which aims to promote the adoption, integration and transferability of digital credentials in education and the workplace. The initiative is said to improve the current IMS interoperability standards and seeks to extend Open Badges adoption and transfer across and within institutions and corporations.

Via Alberto Acereda, Ph.D.
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Arizona State U 'MOOCs for credit' program faces unanswered accreditation questions | InsideHigherEd

Arizona State U 'MOOCs for credit' program faces unanswered accreditation questions | InsideHigherEd | MOOC-SCOOP | Scoop.it
timokos's insight:

Accrediting Agencies unprepared to evaluate & accredit the Global Freshman Academy by ASU & edX.

 

George Siemens debunks the disruptive nature of this initiative: '“This is what has in the past been called ‘distance education’ or ‘online learning,’” Siemens said in an email. “Nothing new here, folks, move along.”


Curious what the verdict of the accreditors will be….

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Reimagine Freshman Year with the Global Freshman Academy

Reimagine Freshman Year with the Global Freshman Academy | MOOC-SCOOP | Scoop.it
timokos's insight:

 MOOCs for credit! Next step in opening up access to Higher Ed.

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Jones International, First Fully Online University, to Close

Jones International, First Fully Online University, to Close | MOOC-SCOOP | Scoop.it

"Jones International University, the first completely online university in the world, has recently announced it will be closing its doors next year as a result of declining enrollment and increased competition."


Via EDTC@UTB
timokos's insight:

First of more private & for profit casualties of the disruption of HE education market as a result of the MOOC revolution? This was predicted by Moody's investor services in 2012 (see: https://www.moodys.com/research/Moodys-Massive-open-online-courses-carry-mixed-credit-implications-for--PR_255083)

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EDTC@UTB's curator insight, April 8, 5:47 PM

Wow... I didn't see that coming.

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Three Insights from the HarvardX and MITx Year Two Reports

Three Insights from the HarvardX and MITx Year Two Reports | MOOC-SCOOP | Scoop.it
timokos's insight:

Great report based on data of 69 MOOCs and over 1 million unique users, pointing the way for new & valuable research directions.

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Why MOOC OERs are “ultimate necessity” in higher education - eCampus News

Why MOOC OERs are “ultimate necessity” in higher education - eCampus News | MOOC-SCOOP | Scoop.it
A University College of London researcher discusses 3 strategies to open up MOOC content, and why going OER might help solve MOOCs' many problems.

Via Leona Ungerer, Bert Frissen
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Joran Le Cren's curator insight, March 25, 10:48 AM
While the opening of education materials is laudable, it is important to understand that nothing is free and designing MOOC is expansive. If I compare this to the open source software, programmers spend their time and their passion on it. Indirectly, they pay the cost of the software instead of the people who will use the software. It was very difficult to develop an open source software few years ago because programmers had to work in paid job at the same time. Now, business models exist where programmers can live on developing open source softwares. Problem #1: lack of pedagogy leads to low retention - yes and no: lack of pedagogy does not help but low retention is more due to the lack of goals of the participants. Curiosity can motivate you few weeks but not months. MOOCs are too long. Online courses shall be shorter, competency-based and driven by participant goals. Problem #2: design for several profiles and languages - sure it is important. But still, it is expansive in time and money. Well, some wikipedia-like platform can do the trick. However, while wikipedia delivers knowledge with up to no creativity, a good educational course can be highly creative. And it is harder to share freely. Take Flickr that share pictures, some are CC and others are proprietary. CC pictures have often a lower quality than proprietary pictures. Problem #3: Lack of funding leading to contracts with locked-down content - true but why platform providers and governments should pay for this? Taking the open source software world again, the companies are the ones who sponsor OSS because they have a direct advantage: they can maintain a high-quality software without R&D. Back to the educational world, ask the companies to sponsor the educational resources to participate to their employees' continuous training. Some other quotes : - "shall not require a registration" : IMO, both learners and educators benefit of the data collected during the online learning. - "it is a right for all citizens" : you can argue that citizens shall have access to content produced with public money but it is only true in one country. What about foreigners accessing content produced by this country's citizens money.
Sonia Santoveña's curator insight, March 28, 5:06 AM

añada su visión ...

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Cost comparison: MOOCs versus ILT

Cost comparison: MOOCs versus ILT | MOOC-SCOOP | Scoop.it

Not surprisingly, one of the most common questions I get from people who are interested in using massive open online courses (MOOCs) for training is: “How much do they cost?”

This is a simple question, but the answer is complex.

http://www.scoop.it/t/easy-mooc


Via Lucas Gruez
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Goodbye, SAT: How online courses will change college admissions

Goodbye, SAT: How online courses will change college admissions | MOOC-SCOOP | Scoop.it
Students have a new way to show they’re ready for university classes.
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$1.55M MOOC Project to Expand Global Education

$1.55M MOOC Project to Expand Global Education | MOOC-SCOOP | Scoop.it

The two-year initiative, Advancing MOOCs for Development, will be driven by research on online course enrollment in the Philippines, Colombia and South Africa. The Technology & Social Change Group, or TASCHA, at the University of Washington’s Information School will conduct the research with support from IREX, a nonprofit development organization.

http://www.scoop.it/t/easy-mooc


Via Lucas Gruez
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Teacherbot: interventions in automated teaching

Teacherbot: interventions in automated teaching | MOOC-SCOOP | Scoop.it
(2015). Teacherbot: interventions in automated teaching. Teaching in Higher Education: Vol. 20, Twentieth Anniversary Special Issue, pp. 455-467. doi: 10.1080/13562517.2015.1020783
timokos's insight:

Great article by Sian Bayne on her experiences with teacherbots in EDCMOOC, which I was unfortunately unable to follow.

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Confessions of a Community College Dean: What Problem are ASU and EdX Solving?

Confessions of a Community College Dean: What Problem are ASU and EdX Solving? | MOOC-SCOOP | Scoop.it
timokos's insight:

Community College Dean's critique of ASU's Global Freshman Academy: price-wise this is not disruptive and improving access since Community College fee's are usually lower than $200 per credit. Only innovation is paying after you successfully complete the course.

 

Interesting are the mixed reactions in the comments-thread by professionals from the HE-institutions on the one side ('credit laundering') and a (anonymous??) parents / students on the other side.

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MIT creates new Online Education Policy Initiative

MIT creates new Online Education Policy Initiative | MOOC-SCOOP | Scoop.it
Project brings together leaders in learning sciences, social sciences, and cognitive sciences to collaborate on a vision for the future of online learning.
timokos's insight:

Interesting read for HE-institutions thinking about their online strategy

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MIT creates new Online Education Policy Initiative

MIT creates new Online Education Policy Initiative | MOOC-SCOOP | Scoop.it
Project brings together leaders in learning sciences, social sciences, and cognitive sciences to collaborate on a vision for the future of online learning.

Via NikolaosKourakos, juandoming
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Political pressure builds for a new accreditation and aid pathway for upstart providers

Political pressure builds for a new accreditation and aid pathway for upstart providers | MOOC-SCOOP | Scoop.it
Any federal attempts to open even a limited amount of aid dollars to noninstitutional providers almost certainly would face a major challenge from established colleges and, probably, faculty groups. Yet many well-placed observers predict the feds will try something sooner than later. The rare bipartisan support for new ways of delivering higher education is too strong to be ignored

Via Alberto Acereda, Ph.D.
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For a Better Flip, Try MOOCs -- Campus Technology

For a Better Flip, Try MOOCs -- Campus Technology | MOOC-SCOOP | Scoop.it
Innovative faculty are running MOOCs and flipped-format on-campus courses on the same schedule and having the two groups interact online — with interesting results.
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Between MOOC and COOC : Oil & Gas MOOC launched by IFP School with the support of Total

Between MOOC and COOC : Oil & Gas MOOC launched by IFP School with the support of Total | MOOC-SCOOP | Scoop.it

With the support of Total, IFP School, the French leader in industry-oriented graduate programs in the fields of energy and transport, is launching the first specialized oil and gas Massive Open Online Course (MOOC), “Oil & Gas: from exploration to distribution” ...

http://www.scoop.it/t/easy-mooc


Via Lucas Gruez
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Lucas Gruez's curator insight, March 30, 3:37 PM

Between MOOC and COOC, an interesting exemple

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6 Benefits Of Using MOOCs For Corporate Training

6 Benefits Of Using MOOCs For Corporate Training | MOOC-SCOOP | Scoop.it

A primary goal for many organizations, even those with sizable Learning and Development budgets, is to maximize training results and minimize investment of resources. MOOCs for corporate training are quickly becoming popular solutions. In this article, I’ll highlight the many benefits that MOOCs can offer to corporations...

http://www.scoop.it/t/easy-mooc


Via Lucas Gruez
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Coursera's Stiglitz: MOOC revolution is just beginning [SXSWedu 2015]

Coursera's Stiglitz: MOOC revolution is just beginning [SXSWedu 2015] | MOOC-SCOOP | Scoop.it
We caught up with the massive open online course provider's head of business development to talk credentialing, JetBlue, and the format's continuing potential for disruption.
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Innovative MOOCs Take Learning in New Directions

Innovative MOOCs Take Learning in New Directions | MOOC-SCOOP | Scoop.it
Recent efforts are tweaking the formula for massive open online courses and expanding their reach to new audiences.

http://www.scoop.it/t/easy-mooc


Via Lucas Gruez
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Seven “C”s Ensure Learner Engagement in Corporate MOOCs by Hilary Albert & Manjit Sekhon : Learning Solutions Magazine

Seven “C”s Ensure Learner Engagement in Corporate MOOCs by Hilary  Albert & Manjit  Sekhon : Learning Solutions Magazine | MOOC-SCOOP | Scoop.it
In a recent corporate MOOC, over 85 percent of the participants completed the training—17 times higher than the average
academic MOOC. What drove those results?
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Online Learning Must Be Collaborative, Social

Online Learning Must Be Collaborative, Social | MOOC-SCOOP | Scoop.it

The report, Innovating Pedagogy 2014, is the third annual report concerning technological trends that could revolutionize education.  It suggests that the next step in the world of MOOCs is to introduce massive open social learning. ..

http://www.scoop.it/t/easy-mooc


Via Lucas Gruez
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